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Part I．Multiple-choice questions

1. The equilibrium condition for a consumer who is spending all of his or her budget on two

commodities, A and B, is given by:

1.  MUA = MUB
2.  MUA

/ PB = MUB / PA

1.   MUA

/ PA = MUB

/PB

1.   PA = PB
2. The marginal utility of a commodity is:
3. an indication of the last use to which the commodity has been put or the use to which it

would next be put if more were available.

1. equal to the price of that commodity.
2. the ratio of the total utility generated by consuming that commodity to the total utility of all

other commodities that are consumed.

1. the extra utility yielded by consuming each successive unit of that commodity.
2. the same thing as the total utility derived from consuming that commodity.

 

3. The price elasticity of demand equals the:

 

1. absolute price change divided by the absolute quantity change between two points on a

demand curve.

1. percentage change in revenue divided by the percentage decrease in price.
2. percentage change in revenue divided by the percentage increase in quantity demanded.
3. percentage change in quantity demanded divided by percentage change in price.
4. slope of the demand curve.

 

Use the following information to answer questions 4 and 5:  The Dark Night Movie Theater raised

the price of popcorn from $2.00 per barrel to $2.30 per barrel.  This caused the quantity of barrels

sold to fall from 100 per day to 80 per day.

 

4. At this time, the (arc) price elasticity of demand for popcorn could be estimated to be:

 

52. -.52.
53. -1.
54. -1.59.
55. -1.9.
56. -66.67.

 

 

 

 

 

2

 

5. The Dark Night Movie Theater will see its total revenues from popcorn sales:

 

1. rise.
2. fall.
3. double.
4. remain the same.
5. fall to zero.

 

The figure below indicates the demand for air travel between New York City and Chicago.  Use it to

answer question 6.

 

6. At point B, total revenue is represented by area:

 

1.  EBGO.
2.   AOD.
3. FCHO.
4.  AEB.
5.  EBIF.

 

7. If a 10 percent reduction in price causes a 5 percent increase in the quantity of a commodity that

people buy, then in this region of the demand curve, price elasticity of demand is:

 

1. elastic.
2. unit-elastic.
3. inelastic, although not perfectly so.
4. perfectly inelastic.

 

8. Which of the following observations would indicate that demand for a good is price-inelastic?

 

1. The good in question is more of a necessity than a luxury for most people.
2. There do not exist good substitutes for this good.
3. The time period allowed for responding to a change in price is very small.
4. All or any of the above.

 

9. The law of diminishing marginal utility states that:

 

1. as the amount of a good consumed increases, the total utility of that good tends to diminish.
2. as the amount of a good consumed decreases, the total utility of that good tends to diminish.
3. as income increases, marginal utility tends to diminish.
4. as the amount of a good consumed increases, the marginal utility of that good tends to

diminish.

1. when the price of a good increases, marginal utility tends to diminish.

3

 

10. If total utility reaches its maximum, then:

 

1. marginal utility is at its maximum.
2. marginal utility is zero.
3. marginal utility is negative.
4. this is always the amount the consumer should buy.

 

11. A demand function for a good is given by Q = 100 – 10P, where Q = quantity demanded per

unit of time and P = the price per unit. At a price of $4, the absolute value of the price

elasticity of demand is approximately equal to which of the following?

 

1.   ∞
2. 2/5
3. 2/3
4. 1/15
5. 3/2

 

12. Refer to the information in Question 11. When P increases from $4 to $5, what happens to total

revenue?

 

1. Increase
2. Decrease
3. Unchanged

 

13. The price of good X is $1.50 and that of good Y is $1.00.If a consumer considers the marginal

utility of Y to be 30 utils, and is maximizing utility with respect to purchases of X and Y, then he

or she must consider the marginal utility of X to be:

 

1. 15 utils
2. 20 utils
3. 30 utils.
4. 45 utils.

 

14. The income effect captures which of the following economic phenomena?

 

1. If money incomes fall, people will purchase less of any given commodity.
2. A decrease in the price of a major purchase has an effect similar to an increase in income,

and this may prompt people to buy more of that good.

1. The quantity of a good purchased may actually decrease as people’s incomes rise.
2. As people’s incomes rise, they save proportionately more out of income, so they actually

spend a smaller fraction of their incomes.

1. If the price of a good drops, it is as though the prices of all other goods have risen, in

relative terms, so smaller quantities of those other goods will tend to be bought.

 

15. As the (relative) price of beef rises, I eat more chicken instead. How do you describe this

consumer behavior?

 

1. Production effect.
2. Substitution effect.
3. A change of taste.

 

 

4

 

16. Consumer surplus is defined as the:

 

1. difference between the total utility of a good and the maximum amount that consumers are

willing to pay for it.

1. difference between the total utility of a good and the market price.
2. sum of the total utility of a good and its market price.
3. total revenue that producers receive from selling a particular good.
4. sum of the marginal utilities for all consumers of a good.

 

17. The idea of “consumer surplus” reflects the notion that:

 

1. the gain consumers obtain with some purchases exceeds the gain suppliers obtain from

selling.

1. purchasing many goods is a real bargain for consumers, because they would have been

willing to pay more than they actually do in order to get them.

1. the marginal utility of the first units of a product consumed may exceed the total utility

which the product supplies.

1. total utility increases either when consumer incomes rise or when the prices they must pay

for goods fall.

1. when demand is price-inelastic, buyers can obtain a larger quantity for the expenditure of less

money.

 

18. In a graph of a consumer’s budget constraint, the amount of good X is measured along the

horizontal axis, while the amount of good Y is measured along the vertical axis. The unit prices

of good X and Y are Px and Py, respectively. The slope of the budget constraint is

 

1.   ΔX/ΔY
2. -X/Y
3. -Y/X
4. -Py/Px
5. -Px/Py

 

19. According to the diagram below depicting a consumer’s demand for knishes, if the price of a

knish is P1, the consumer’s surplus will be equal to the area

 

1. XYQ1Q2
2. XZP1P2
3. XYP1P2
4. WXP2
5. WYP1 5

 

Part II.    Problem-solving questions

20. Refer to the graph below and calculate the arc price elasticity of demand from point A to point

Price Elasticity of Demand

P

Q O

4

20

1

80

3

2

70 60

A

C

B

 

Your Answer:     Arc price elasticity of demand:   ______

(Round your answer to two decimal places if it is not an integer. Please

include the sign of your answer if it is a negative number.)

 

21. Refer to the graph below.  Initially the price of a particular product was $3 and consumption

was 800.  Now because of an increase in raw material cost, the price increases to $6 and

consumption drops to 600.  Did the consumers gain or lose from this price increase?  By how

much?  (Hint: use the consumer surplus concept to answer this question.)

Calculating Consumer Surplus

P

Q O

D

D

P=3

P=6

800 600

 

Your Answer:     Gain or Loss:          __________

By how much:        __________

(Round your answer to two decimal places if it is not an integer. Please do

NOT include $ in your answer.) 6

 

22. Numerical problem on consumer surplus: Assume that the demand for travel over a bridge

takes the form Y = 1,000,000 – 50,000P, where Y is the number of trips over the bridge and P

is the bridge toll (in dollars). Calculate the consumer surplus if the bridge toll is $1 and $20.

You Answer:       Bridge toll is $1:       __________

Bridge toll is $20:     __________

(Round your answer to two decimal places if it is not an integer. Please do

NOT include $ or words like “million” in your answer.)

 

Part III.    Essay

23. Mr. Economist says, “Consumers always find their optimal bundle of consumer goods when

the marginal utility of the last unit of each good is equal.”  Do you agree or disagree? Explain.

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ORGANIZATIONAL LEADERSHIP & INTERPROFESIONAL TEAM DEVELOPMENT

Competencies:
7006.01.01: Leadership Concepts and Theories – The graduate evaluates leadership practices that support accountability and integrity within an organization.
7006.01.02: Systems Theory and Change Theory – The graduate relates systems theory and change theory to the design, delivery, and evaluation of healthcare.
7006.01.03: Role Development and Effective Interprofessional Teams – The graduate analyzes effective leadership strategies within the context of the interprofessional team.
7006.01.04: Business and Economic Principles and Practices – The graduate identifies the impact of business and economic principles and practices, and regulatory requirements on the provision of healthcare.
7006.01.05: Contemporary Healthcare Leadership Issues – The graduate analyzes the impact of contemporary healthcare trends and practices on the delivery of healthcare.

Introduction:

Healthcare is a complicated system that includes unique economic processes, regulatory requirements, and quality indicators that are not found in traditional business settings. Therefore, developing unique skill sets relating to organizational leadership and interprofessional team development is essential for leaders within the healthcare industry at any level. As the complexity within the healthcare industry increases, it is important to understand the comprehensive approach to patient care management across the continuum and how the concepts of organizational leadership and team development support leaders in creating a patient-centric environment.

The purpose of this assessment is to provide a framework through which you can experience and understand the unique leadership concepts within healthcare and understand the implications of business and regulatory requirements in providing patient-centered care. You will use system theory, change theory, self-assessment approaches, and team development concepts to design a strategy to increase patient-centered care. Using leadership concepts and theories, you will ensure a sustainable model of healthcare delivery throughout the changing healthcare system that considers future trends, evidence-based practice, and regulatory expansion.

For this assessment, you will use the attached “Patient-and Family-Centered Care Organizational Self-Assessment Tool,” to analyze how patient- and family-centered the healthcare setting is. This form will guide you in evaluating this healthcare setting for strengths and weaknesses in patient-centered care attributes. Based on your analysis, you will create a strategy to bridge those areas and increase patient-centered care.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

Professional Communications is a required aspect to pass this task. Completion of a spell check and grammar check prior to submitting your final work is strongly recommended.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included. Do not include the actual names or other personally identifiable information of people or stakeholders involved. Fictional names should be used. Also, agency-specific data, including any financial information, should not be included but should be addressed in a general fashion as appropriate.

1. Analyze how business practices, regulatory requirements, and reimbursement impact patient-centered care within a healthcare organization.
2. Complete the attached “Patient-and Family-Centered Care Organizational Self-Assessment Tool” (PFCC) for a healthcare organization.

Note: The PFCC tool is a subjective tool used to assess the organization you have chosen.

1. Describe the healthcare setting you used in the PFCC.
2. Using the completed PFCC tool, describe the strengths and/or weaknesses of the organization for each domain.
3. Identify one area of improvement from the weaknesses identified in part B2.
4. Create a strategy to increase patient-centeredness in the organization by addressing the weakness from part C.
5. Discuss how you would apply either system theory or change theory in the development of your strategy to address the chosen weakness.
6. Discuss the financial implications of implementing this strategy.
7. Discuss the methods you will use to evaluate the effectiveness of your strategy.
8. Create a multidisciplinary team by identifying the following:

• potential members that will assist you in implementing the identified strategy
• The role of each team member

1. Discuss how cultural diversity within the team supports patient-centered, culturally competent care.
2. Using one of the leadership theories below, discuss the leadership style you would utilize in developing your team:

• transactional leadership
• transformational leadership
• emotional leadership
• traditional leadership

3. Discuss how the team will work together to implement the strategy to address the weakness identified in part C1.
4. Describe how the team will communicate the identified strategy and intended outcomes to the healthcare organization.
5. Describe a specific tool you could use to develop the team’s self-assessment skills.
6. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

File Attachments:
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You will complete a capstone that integrates the knowledge and skills you have developed in the business core coursework and over the duration of the term by
creating an executive summary that highlights the performance of your company from the Capsim simulation. The executive summary is your opportunity to
show your knowledge of the organization, products, and business functions—skills that professionals in this field must possess. You will also reflect on your
journey through the business core and how you plan to position yourself both professionally and in your upcoming program of study. This personal and
professional reflection will specifically focus on business communication skills, professional etiquette, and peer-to-peer and peer-to-leader collaboration.
Evaluation of Capstones
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two separate components, which will be
evaluated as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a
running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is expected to meet the highest
professional standards.
This assessment will evaluate your mastery with respect to the following outcomes:
 Demonstrate business communication skills and etiquette for constructing personal and professional reflections in a variety of business environments
 Analyze strategic problem-solving skills for enhancing business success
 Analyze the use of quantitative and qualitative tools for informing strategic decision-making
 Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies
 Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making
 Analyze global business markets for informing future business expansion choices
 Analyze entrepreneurial and innovative approaches for solving authentic business problems
Prompt
Since you just finished the Capsim simulation, compiled your results, and are now looking to the future of your company, the first component of your capstone
requires you to compose a company performance summary. Imagine that this summary is for new members of the board of directors of your company. It is
imperative that the board understand your company, its value, and its development cycle over the last eight years. This is your opportunity to exhibit your
knowledge of your organization, your products, and how your business functions.
High-level business executives are often short on time, so it is important that your summary is concisely written and rich in content. As has been emphasized in
previous classes in the business core, effective business communication, peer-to-peer and peer-to-leader collaboration, and professional etiquette are
mandatory skills to have when entering today’s business world. Because this is the last course in the business core, the second component of your capstone
requires you to reflect on your use of business communication skills, professional etiquette, and collaboration skills throughout the Capsim simulation, this
course, and the previous courses you have taken in the business core.
Capstone Component 1: Executive Summary
For the first of two capstone components, you will develop a comprehensive, professional executive summary by analyzing quantitative and qualitative tools,
analyzing strategic problem-solving skills, assessing any ethical, legal, or social challenges that may be encountered, analyzing global markets, and analyzing
entrepreneurial approaches. This executive summary will be used to inform new members of the board of directors who must become familiar with your
company.
The following sections should be included:
I. Progress of the Company. You should briefly bring the new board members up to speed about the progress of your company over the past eight years.
While it is not important to describe every change, be sure to give an executive-level overview of the various products, strategies, and performances.
II. Current Situation. Here, discuss the current situation of your company by performing and analyzing a full SWOT analysis.
a) Strengths: Identify the strengths of the organization.
b) Weaknesses: Identify the weaknesses of the organization.
c) Opportunities: Identify potential opportunities the organization should explore in order to expand.
d) Threats: Identify external factors that could negatively affect the organization.
III. Future of the Company. Consider the results of your SWOT analysis, and detail an approach you plan to take regarding your top priority at the company.
Be sure to include any innovative or sustainable approaches in your plan.
IV. Ethical, Legal, and Social Challenges. Discuss any ethical, legal, or social challenges the company may have faced or could face in the future, and suggest
strategies for how the company could overcome these challenges.
V. Global Considerations. In this section, discuss what necessary factors would need to be considered if the company were to expand into the global
market. Consider the opportunities and threats outlined in the SWOT analysis previously in order to analyze the greatest advantages and disadvantages
to expanding this company into the global market.
Capstone Component 2: Professional Reflection
For the second and final component of your capstone, you will compose a reflection in which you discuss the process and outcomes of this project, as well as
how your coursework culminated in the capstone project. This may include discussions of unforeseen problems or obstacles, and any unexpected surprises. The
reflection should also discuss your identified strengths and problems that you encountered while completing the capstone. Finally, the reflection will examine
how the capstone project will be useful in the job market or in furthering your education.
You should envision this component as a personal reflection on the capstone and your experience in the business core program as a whole. For instance, relative
to the capstone, you could discuss what you did (or intended to do), and then consider what worked well, what challenges you faced, and what you would
change or do differently to make your experience better. In reflecting on your time in the business core program, you might discuss where you started, where
you are, and where you see yourself going. Note that this component is not about evaluating the capstone itself but rather your experience within the capstone
project.
Some of the issues that you could address in this final component of this capstone include the following:
 Overall, what was your capstone experience like?
 Reflect on your experience performing the Capsim simulation.
 Reflect on the significance of the capstone in relation to your own experience at SNHU.
 What connections do you see between your capstone and your academic program?
 How will you apply what you have learned to your future academic and/or professional life?
 How did you demonstrate effective business communication in both this capstone course and throughout the business core program?
 How will you utilize these business communication skills in your future classes here at SNHU and in the working world after graduation?
 Reflect on your experiences with peer-to-peer and peer-to-leader collaboration in this capstone course.
 How has peer-to-peer and peer-to-leader collaboration influenced your performance and decision making in this class?
 Reflect on establishing and maintaining a professional business etiquette in both this capstone course and throughout the business program.
Final Project Rubric
This rubric will be applied to both components as a whole, and no component will be assessed on its own.
The “Possible Indicators of Success” are examples for you and the instructor of the types of concepts to look for to demonstrate proficiency. They are neither
exhaustive nor proscriptive and should be used as guides for illustrating how your capstone embodies the outcome. All outcomes are weighted equally.
Guidelines for Submission: The submitted executive summary should be comprehensive and adhere to best practices for business writing. Be sure that your
writing is concise and appropriate for your target audience. Any quoted, paraphrased, or borrowed information should be cited according to the guidelines in
the Publication Manual of the American Psychological Association (APA).
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
OL-421-01: Demonstrate business communication skills and etiquette for constructing personal and professional
reflections in a variety of business environments
Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to reflect on the importance of utilizing proper business
communication skills to be successful in the profession?
Does the capstone demonstrate the student’s ability to reflect on various business skills that support effective
communication?
Does the capstone demonstrate the student’s ability to integrate prior business knowledge into reflections?
Does the capstone demonstrate the student’s ability to demonstrate professional etiquette in written communication
in various business settings?
Does the capstone demonstrate the student’s ability to reflect on the importance of establishing and maintaining
professional etiquette in the business world?
OL-421-02: Analyze strategic problem-solving skills for enhancing business success Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to analyze the strengths of a company for enhancing business
success?
Does the capstone demonstrate the student’s ability to analyze the weaknesses of a company for enhancing strategic
problem-solving and developing an approach to achieving success?
Does the capstone demonstrate the student’s ability to analyze the opportunities of a company for enhancing business
success?
Does the capstone demonstrate the student’s ability to analyze the threats to a company for enhancing strategic
problem-solving and developing an approach to achieving success?
OL-421-03: Analyze the use of quantitative and qualitative tools for informing strategic decision-making Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to analyze qualitative tools, such as the progress of the product
over time, for developing sustainable approaches to success?
Does the capstone demonstrate the student’s ability to analyze qualitative data, such as the analysis of the production
process for developing sustainable approaches to success?
Does the capstone demonstrate the student’s ability to analyze market segmentation strategies for informing strategic
decision-making and developing an approach to achieving success?
Does the capstone demonstrate the student’s ability to analyze financial components for informing strategic decisionmaking
and developing an approach to achieving success?
Does the capstone demonstrate the student’s ability to analyze total quality management (TQM) methods in human
resources?
OL-421-04: Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to formulate approaches to overcoming ethical challenges of a
company?
Does the capstone demonstrate the student’s ability to formulate approaches to overcoming legal challenges of a
company?
Does the capstone demonstrate the student’s ability to suggest approaches to overcoming social challenges of a
company?
Does the capstone demonstrate the student’s ability to suggest appropriate and feasible improvement plans that
consider various ethical, legal, and social challenges?
OL-421-05: Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to collaborate with peers for improving performance and
establishing effective decision-making in business environments?
Does the capstone demonstrate the student’s ability to assess how effective collaboration with peers may improve
performance and establish sound decision-making in business environments?
Does the capstone demonstrate the student’s ability to collaborate with leaders for improving performance and
establishing sound decision-making?
Does the capstone demonstrate the student’s ability to assess how collaboration with leaders may improve
performance and decision making in various business environments?
OL-421-06: Analyze global business markets for informing future business expansion choices Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to identify considerations for expanding the company into the
global market?
Does the capstone demonstrate the student’s ability to consider the advantages and disadvantages of expanding
globally?
Does the capstone demonstrate the student’s ability to draw conclusions from a SWOT analysis when considering
expanding into the global market?
OL-421-07: Analyze entrepreneurial and innovative approaches for solving authentic business problems Proficient
100%
Not Proficient
0%
Does the capstone demonstrate the student’s ability to identify a top priority of a company and detail an innovative
approach for effectively solving various problems?
Does the capstone demonstrate the student’s ability to analyze innovative approaches in solving business problems of
a company

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Comments and Clarifications on Final Project Information
The final project description in the module refers to the project as a “short presentation” but the grading rubric (attached below) clearly states that for an A it must be 6 or more pages, double-spaced, or equivalent effort. So, in most cases students write a research paper. Although most students choose to write a paper or create a PDF it can be presented in another creative format that fulfills the length requirements. Regardless of the chosen format, the presentation needs to include some visual aids such as tables, graphs and or charts. The grading rubric refers to “6 pages or equivalent effort” because sometimes students put forth a great deal of effort on another aspect of the project besides the six pages of well-written text. For example, collecting their own data or creating original images, a website or a budget, doing in person interviews etc. Still, whatever project type you choose you must explain your work and it’s relevance to or use of math in detail, in your own words. For example, you cannot simply develop a budget for a movie or an art gallery and then only write a short paragraph or two introducing it and expect more than a C- or D+. However, if you develop a budget for a personal project and you explain the project, its relevance to you, each aspect of your budget and wrap it all up with a conclusion, that would be a set up for an A+ paper.
In general, if your essay has a main point or thesis and supports that point with a clear beginning, middle and conclusion, as well as clearly explains relevant visual information like tables or graphs then I am far less likely to worry about the exact length of your paper. The bottom line is that if your project is thorough, well thought out and shows your ability to interpret and present numerical information in a meaningful context then you are likely to earn A.
Although it is recommended to choose a topic that is related to your major you do not have to. I encourage you to do so but the most important thing is that you chose something that is interesting and relevant to you so that you will be motivated to do your best work. For example, students have submitted excellent projects on sports, gardening, budgets for projects and survey results for a variety of topics that they found interesting. The list of topic choices attached at the bottom of this page was written by the course writer and is just a suggested list. It happens to gives many examples of topics that relate to technical fields and computer arts. If something on this list resonates with you then go for it but don’t let this list intimidate you if your major is non-technical or non-computer related. A student in any major needs to be able to communicate and work with quantitative information – illustration, fashion design, advertising, motion pictures, screenwriting, photography you name it. As a student in your major you are best able to find interesting, applicable topics for this project. If you do choose a topic that relates to your major your paper still needs to make sense to any reader. Do not assume that I, or “your audience” has knowledge in your field. Some more non-technical topic suggestions include:
A selection of related examples of how math is used in your field.
A research paper on a topic relevant to your field. Ex: "The Use of the Golden Ratio in Classical Art." or "The Tallest Building in the World"
A budget proposal for a project related to your artistic field like a film budget, a photo shoot or starting a business such as an art gallery.
Research, presentation and analysis of employment, salaries and job prospects in your field.
For fashion majors, presentation on how math is used in properly sizing a garment or in marketing and sales. Math involved in crochet or knitting. Analyzing trends in fashion.
For photography majors, the math involved in photography including determining aperture setting, shutter speed and composition.
For film majors, analysis and comparison of money made by certain major motion pictures or movie genres. Analysis in trends in the film industry.
For graphic artists, the math involved in design choices or kerning and typography.
You do not need to carry out complicated mathematical calculations for this project. Simple, straightforward use of numbers is fine. The main point is to show your ability to apply and clearly communicate and present quantitative information in a meaningful or practical context, not to demonstrate your ability to calculate formulas and equations.
A few lasts tips for the A: When you include numerical information such as a table, graph or chart it must be properly labeled and titled. You must also explain the data you are presenting and relate it to your thesis or point of your project. Far too often students think numbers speak for themselves. They do not. You must "speak” for the numbers. As stated above, one main point of this project is for you to clearly use and explain quantitative information. Don’t forget that your job is to apply and integrate the numerical information to support your thesis, not just put the numbers in a nice looking table.
My topic : As a student in Fashion Design, Mathematics can be helpful to me in many ways, such as precisely sizing clothes, presenting the models of garments, as well as in marketing and sales. For example, one can present her designs to others more vividly by drawing two-dimensional models on paper, thus mathematical tools and analyse will be useful in downsizing the real measurements to the model by utilizing a proper scale.
Possible Final Project Topics
You may already have a math-related topic of interest that is not covered in this course. Or you could go further into something that we covered in the textbook or that was only briefly covered in the modules. Either way, you will need to learn more about the topic on your own and present what you have learned. The best option is to explore and describe how math is used in your major, giving specific examples.

Another option is to complete an original statistics project. For example, you might go out and collect your own data (either physically or by using the Internet) and then use Excel or the spreadsheet in Google Documents to process the data. Your focus could just be on the presentation of descriptive statistics, as presented in Module 8 (that would be a worthwhile exercise for several different majors), or you could come up with a hypothesis and collect data to support it — or refute it. Statistical correlations are easy (and fun) to do if you are competent in using a spreadsheet, such as Excel or Google Spreadsheets.

For 3D, animation, or visual effects majors, some more advanced topics are scripting, topology, texture mappings, and non-linear geometry. Any computer arts major could learn more about the mathematics related to computers and computer applications. Some computer-related mathematics topics include linear or matrix algebra and Boolean algebra.

Remember, anything is fine as long as you use quantitative information as part of your communication. Preferably, you will choose something that you are interested in and that will benefit you in some way in the future. Ideally, you will take on a topic that develops your knowledge and skills in your major, and get a bit of guidance from your instructors in your core courses.

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How does effective Project Integration Management help to ensure that each project is managed in a unified and consolidated way?

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There will be at least five (5) slides. Include 1) your topic, 2) why you selected that topic, 3) An overview of your two assignments, 4) What you got out of this
experience (besides a passing grade), and, 5) a Bibliography of sources you used throughout this class. Each slide will include both text and images and audio. Use my lecture PowerPoint presentations as the model for this assignment.
PowerPoint with embedded audio. Create a ten-minute-long PowerPoint presentation with embedded audio. Use at least 5 slides. Use evidence from at least four various sources. The final slide in your presentation will be a Bibliography.

This was feedback on my Annotated Bibliography: Make sure on the Final Assignment that you use the words and deeds of more people, avoid all sweeping statements or generalizations, and critically analyze the evidence because not all evidence is equally strong. Be specific when you discuss issues or problems you came up against, why those where problems and how you surmounted those problems to include how, if any, someone helped you. Overall be specific as possible. And, don’t forget the Bibliography slide, which need to be the very last slide.

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Instructions are attached in PDF, formatting, # of sources required are all in the PDF file. Make sure to follow all instructions. No plagiarism, this work will be submitted via turnitin plagiarism scanner. Write professionally with proper research. Writer has completed the draft paper, which was a total of 8 pages. I will be assigning the same writer to do the final draft for this assignment which the writer will add another 8 pages to the paper. Make sure to read the instructions regarding the final paper, I also attached the comments the instructor made on the draft paper, please review and also apply that to this final paper. I WANT THE SAME WRITER TO BE ASSIGNED TO THIS FINAL PAPER THAT HAVE DONE THE DRAFT PORTION OF THIS ASSIGNMENT. Very Important to follow all instructions, I will then get a good grade on this assignment.

Neighborhood Statement: My topic is on Pike place market in Seattle from 1970 to current. The focus is on how the market has changed from 1970-2017 how the farmers market has grown and changed. The stores and restaurants in that surrounding, how have they changed. The amount of tourist, how that has changed and how pike place impacts downtown Seattle what benefits it brings.

Project A: Using Probabilities to Make Decisions (Unit 2)

♥ Heart Scenario: Good economy

 

 

 

Data

 

A financial planning firm has a decision to make.  The company can buy more stocks (B) now, not buy and not sell stock (N) now, or it can sell its stock (S) now.

 

The following is from the Google Dictionary:

Bear Market:  a market in which prices are falling, encouraging selling.

Bull Market: a market in which share prices are rising, encouraging buying.

 

The future market will be either Bear (E) or Bull (U).

 

The following is a payoff table, in thousands of dollars, of profit or loss for this firm based on the decision the firm makes now and the future market.

 

	E	U
B	44	-29
N	24	-11
S	18	4

 

The statisticians of the company, using their standard budget, predict the following probabilities:

 

P(E) = 0.5                                             P(U) = Complement

 

The statisticians report that if the company is charged and additional $5,000 above the standard fee, they can do more accurate research to obtain sample information that will either be Favorable (F) or Unfavorable (X) with the following probabilities:

 

P(F) = 0.5                                             P(X) = Complement

 

If the research is favorable, the revised probabilities are:

P(E) = 0.85                                           P(U) =  Complement

 

If the research is unfavorable, the revised probabilities are:

P(E) = 0.22                                P(U) = Complement

 

 

Assignment

 

Do all calculations, including making the decision tree and any algebra, in Excel; organize it and highlight important boxes in colors so that it can be read and understood very easily.  Put question numbers next to the answers. You may want to use multiple sheets, but please use only one file. Write out all answers, including #15 and #21 in Excel. For all algebra, show work [the written steps you went through to find the answer] and type that into Excel.  Do not submit the paper you may have used to solve the algebra, just copy it and put it all in Excel.

 

Very Important:  Input the data only once.  After that, link all calculations from new cells to previous cells, as illustrated in of the videos.  Answers to questions that have the right number but are not linked will be marked incorrect.  Projects that do not link cells will receive a very low grade.

 

Please complete the following in Excel, highlighting the answers.

Find the following:          [The number in the brackets is how many points each question is worth.]

 

• The decision using the optimistic approach. [2]
• The decision using the conservative approach. [2]
• The decision using the minimax regret approach. [2]
• The decision using the Expected Opportunity Loss (EOL) [2]
• EV(B) [1]
• EV(N) [1]
• EV(S) [1]
• Best EMV = The decision using EV [1]
• EVwPI [1]
• EVPI [1]

For #11 and #12: make three comparisons, EV(B) to EV(N), EV(B) to EV(S), EV(N) to EV(S).  You will have three cutoff points and four test points.

• The value of probability (p) of E that is the cut off for changing the best decision. [4]
• Draw a number line for #11. [4] (sensitivity analysis)
• The value for which the payoff of E of the best decision must be greater than to keep the best decision the same. [4] (sensitivity analysis)
• The value for which the payoff of U of the best decision must be greater than to keep the best decision the same. [4] (sensitivity analysis)
• Rank p, payoff of E, and payoff of U from least to most sensitive and explain why. Make sure to rank them and explain why you have chosen your order. [2]
• The decision tree [6]
• EVwSI [1]
• EVSI [1]
• Efficiency of the Sample Information [2]
• The Risk Profile [4]
• Based on the cost of obtaining the sample information and its efficiency, is it worth obtaining it? Why? Please include ALL the relevant information for this decision and use specific numbers.   Your answer must discuss EVSI, net EVSI (The EVSI minus the cost of the SI), the Efficiency of the Sample Information (abbreviated “E”) and the Risk Profile. This is the most important question in the project, as you are making the decision to purchase the SI using all you have learned.  Answers that do not include all this will not get credit. [4]

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